Effects of Small-Group Learning on Undergraduates in Science , Mathematics , Engineering , and Technology : A Meta-Analysis
(1997)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..I................ vii Conceptual Framework ........................................................................................................... 2 Motivational Perspective ............................................................................................. 3 Affective Perspective .................................................................................................. 3 Cognitive Perspective .................................................................................................. 3 Forms of Small-Group Learning ................................................................................. 4 Research Questions ..................................................................................................... 4 Meta-Analysis Method ............................................................................................................ 4 Literature Search Procedures ....................................................................................... 4 Inclusion Criteria ......................................................................................................... 5 Metric for Expressing Effect Sizes .............................................................................. 5 Calculations of Average Effect Sizes .......................................................................... 5 Tests for Conditional Effects ....................................................................................... 6 Study Coding ............................................................................................................... 7 Meta Analysis Results ............................................................................................................. 7 Main Effect of Small-Group Learning ........................................................................ 7 Distribution of Effect Sizes ......................................................................................... 7 Conditional Effects of Small-Group Learning .......................................................... 1 0 Discussion and Conclusions .................................................................................................. 1 7 Robust Main Effects .................................................................................................. 1 7 Conditional Effects of Small-Group Learning .......................................................... 1 8 Limitations of the Study ............................................................................................ 2 0 Implications for Theory, Research, Policy, and Practice .......................................... 2 1 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 3 Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 9